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Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
Project ALTA: CPUC Presentation
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Project ALTA: CPUC Presentation

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Transcript

  • 1. THE ACADEMIC LIFE TOTAL ASSESSMENTALTA 1
  • 2. WHY?ALTA 2
  • 3. Administrators Students FacultyALTA 2
  • 4. Administrators Students How best can I help students learn? FacultyALTA 2
  • 5. How can we help students and faculty? Administrators Students How best can I help students learn? FacultyALTA 2
  • 6. How can we help students and I’ve got something faculty? to say! Administrators Students How best can I help students learn? FacultyALTA 2
  • 7. Administrators Students ALTA FacultyALTA 2
  • 8. WHO IS ALTA ? .ALTA 3
  • 9. WHO IS ALTA ? . Michael Yaroshefsky ’12 8 Students Catherine Ettman ’13 Steven Rosen ’13 Shyam Modi ’14 John McNamara ’14 Rafael Grinberg ’12 Emily Levy ’13 Rebecca Scharfstein ’12ALTA 3
  • 10. WHO IS ALTA ? . Alison Boden Dean of Religious Life 8 Students Claire Fowler Senior Associate Dean of the College 3 Administrators Nic Voge Associate Director, McGraw CenterALTA 3
  • 11. WHO IS ALTA ? . Robert Dondero (COS) 8 Students Joshua Katz (CLA) Stanley Katz (WWS) 3 Administrators Nannerl Keohane (POL) 7 Faculty members Brian Kernighan (COS) Noelle Molé (ANT) Phil Trinh (MAT)ALTA 3
  • 12. WHO IS ALTA ? . 8 Students 3 Administrators 7 Faculty members } Advisory BoardALTA 3
  • 13. ALTAALTA 4
  • 14. ALTA Profiles RelatableALTA 4
  • 15. ALTA Profiles Survey Relatable ReliableALTA 4
  • 16. ALTA Profiles Survey Relatable Reliable Presentation ReportALTA 4
  • 17. ALTA Profiles Survey Relatable Reliable Presentation Dialogue with Report FacultyALTA 4
  • 18. ALTA Profiles Survey Relatable Reliable Presentation USG-Led Dialogue with Report Implementation Faculty CommitteeALTA 4
  • 19. ALTA Profiles Survey Relatable Reliable Presentation USG-Led Dialogue with Report Implementation Faculty CommitteeALTA 4
  • 20. ALTA Profiles Survey Relatable Reliable Presentation USG-Led Dialogue with Report Implementation Faculty CommitteeALTA 4
  • 21. ALTA Profiles Survey Relatable Reliable Presentation USG-Led Dialogue with Report Implementation Faculty CommitteeALTA 4
  • 22. ALTA Profiles Survey Relatable Reliable Presentation USG-Led Dialogue with Report Implementation Faculty CommitteeALTA 4
  • 23. SurveyALTA 5
  • 24. Survey Survey Responses Over TimeALTA 5
  • 25. Survey Survey Responses Over Time 3,000 2567 2,250 1,500 750 0 5 10 15 Days Since LaunchALTA 5
  • 26. Survey 100 studentsALTA 5
  • 27. Survey 49 of every 100 studentsALTA 5
  • 28. Survey ? 49 of every 100 students )ALTA 5
  • 29. ) Insert photoALTA 6
  • 30. The Princeton Semester Shopping Reading Period Midterms Period Exams < < { { 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 10 11 12 R E 9 10 11 12 R E E EALTA 7
  • 31. The Princeton Semester Shopping Reading Period Midterms Period Exams < < { { 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 10 11 12 R E 9 10 11 12 R E E EALTA 7
  • 32. The Princeton Semester Shopping Reading Period Midterms Period Exams < < { { 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 10 11 12 R E 9 10 11 12 R E E E 1) 2) 3)ALTA 7
  • 33. The Princeton Semester Shopping Reading Period Midterms Period Exams < < { { 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 10 11 12 R E 9 10 11 12 R E E E 1) Beginning of the Semester 2) 3)ALTA 7
  • 34. The Princeton Semester Shopping Reading Period Midterms Period Exams < < { { 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 10 11 12 R E 9 10 11 12 R E E E 1) Beginning of the Semester 2) During the Semester 3)ALTA 7
  • 35. The Princeton Semester Shopping Reading Period Midterms Period Exams < < { { 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 10 11 12 R E 9 10 11 12 R E E E 1) Beginning of the Semester 2) During the Semester 3) End of the SemesterALTA 7
  • 36. 1 2 3 4 5 6 7 8 9 10 11 12 R E EALTA 8
  • 37. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of SemesterALTA 8
  • 38. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester 20,000 What matters when selecting classes? 16,000Weight Points 12,000 8,000 4,000 0 Interest Load Professor Work Type Schedule Grade Class Time Friends Higher is more importantALTA 8
  • 39. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester 20,000 What matters when selecting classes? 16,000Weight Points 12,000 8,000 4,000 0 Interest Load Professor Work Type Schedule Grade Class Time Friends Higher is more importantALTA 8
  • 40. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester 20,000 What matters when selecting classes? 16,000Weight Points 12,000 8,000 4,000 0 Interest Load Professor Work Type Schedule Grade Class Time Friends Higher is more importantALTA 8
  • 41. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of SemesterALTA 9
  • 42. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Where do you get your information? 90% 72% Very Important Somewhat Important 54% 36% 18% 0% SCG Evaluations Faculty Advisers Parents RC Advisers Teammates FriendsALTA 9
  • 43. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Where do you get your information? 90% 72% Very Important Somewhat Important 54% 36% 18% 0% SCG Evaluations Faculty Advisers Parents RC Advisers Teammates FriendsALTA 9
  • 44. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Where do you get your information? 90% 72% Very Important Somewhat Important 54% 36% 18% 0% SCG Evaluations Faculty Advisers Parents RC Advisers Teammates FriendsALTA 9
  • 45. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Do the first two weeks of class provide enough information to determine whether to take it?ALTA 10
  • 46. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Do the first two weeks of class provide enough information to determine whether to take it? 3 in 4 students don’t feel the first 5% two weeks are informative enough 22% Enough Time Want More Time 73% UnsureALTA 10
  • 47. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Researching ClassesALTA 11
  • 48. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Researching ClassesALTA 11
  • 49. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Researching Classes More published information on classesALTA 11
  • 50. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Researching Classes More published information on classes Improve access to course evaluationsALTA 11
  • 51. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester What limited your ability to shop?ALTA 12
  • 52. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester What limited your ability to shop? 90% 68% 45% 23% 0% Overlapping Times Workload Size Limits 6-Class SCORE Cap Agree Strongly AgreeALTA 12
  • 53. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Have you ever wanted to take a course and been unable to because you were unaware of the application deadline?ALTA 13
  • 54. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Have you ever wanted to take a course and been unable to because you were unaware of the application deadline? Inconsistent deadlines have limited 11% 4 out of every 10 students 40% Yes No Unsure 49%ALTA 13
  • 55. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Selecting ClassesALTA 14
  • 56. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Selecting ClassesALTA 14
  • 57. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Selecting Classes Uniform deadline for application-based classesALTA 14
  • 58. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of Semester Selecting Classes Uniform deadline for application-based classes Common break time for seminars (2:50 p.m.)ALTA 14
  • 59. 1 2 3 4 5 6 7 8 9 10 11 12 R E E Beginning of SemesterALTA 15
  • 60. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the SemesterALTA 15
  • 61. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Amount of Reading Students DoALTA 16
  • 62. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Amount of Reading Students Do 50% 38% 25% 13% 0% 0% 25% 50% 75% 100% Typically Less than 4 Hours More than 4 HoursALTA 16
  • 63. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Amount of Reading Students Do 50% 38% 25% 13% 0% 0% 25% 50% 75% 100% Typically Less than 4 Hours More than 4 HoursALTA 16
  • 64. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Amount of Reading Students Do 50% 38% 25% 13% 0% 0% 25% 50% 75% 100% Typically Less than 4 Hours More than 4 HoursALTA 16
  • 65. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Amount of Reading Students Do 50% 38% 25% 13% 0% 0% 25% 50% 75% 100% Typically Less than 4 Hours More than 4 HoursALTA 16
  • 66. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Impact of homework during midtermsALTA 17
  • 67. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Impact of homework during midterms 7%3% 90% Extremely or Somewhat Positive Impact Extremely or Somewhat Negative Impact UnsureALTA 17
  • 68. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Work and Study HabitsALTA 18
  • 69. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Work and Study HabitsALTA 18
  • 70. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Work and Study Habits Limit work assigned during midtermsALTA 18
  • 71. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Work and Study Habits Limit work assigned during midterms Avoid testing on new materialALTA 18
  • 72. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Work and Study Habits Limit work assigned during midterms Avoid testing on new material Guide students through readingALTA 18
  • 73. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Best use of precept time by disciplineALTA 19
  • 74. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Best use of precept time by discipline 100% Weight as Ratio to Top Preference 75% 50% 25% 0% Current Material Review Assignments New Material Higher is preferred Social Science & Humanities Engineering & Natural ScienceALTA 19
  • 75. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Variability in precepts of the same course?ALTA 20
  • 76. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Variability in precepts of the same course? 2%2% 96% Yes often or sometimes No rarely or never UnsureALTA 20
  • 77. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Variability in precepts of the same course? Has this concerned you? 2%2% 96% Yes often or sometimes No rarely or never UnsureALTA 20
  • 78. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Variability in precepts of the same course? Has this concerned you? 2%2% 18% 82% 96% Yes No Yes often or sometimes No rarely or never UnsureALTA 20
  • 79. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester PreceptsALTA 21
  • 80. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester PreceptsALTA 21
  • 81. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Precepts Departments focus on precept standardizationALTA 21
  • 82. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Precepts Departments focus on precept standardization Precepts focus on current materialALTA 21
  • 83. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration on homeworkALTA 22
  • 84. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration on homework 10% 6% 84% Strongly or somewhat positive impact Strongly or somewhat negative impact NeutralALTA 22
  • 85. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration on Student-formed study homework groups 10% 6% 84% Strongly or somewhat positive impact Strongly or somewhat negative impact NeutralALTA 22
  • 86. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration on Student-formed study homework groups 6% 10% 7% 6% 84% 86% Strongly or somewhat positive impact Very or somwhat positive impact Strongly or somewhat negative impact Very or somewhat negative impact Neutral NeutralALTA 22
  • 87. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester What are the reasons you don’t form study groups?ALTA 23
  • 88. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester What are the reasons you don’t form study groups? 60% 45% 30% 15% 0% No Friends in Class Material Not Conducive Work Imbalance Prohibited None of AboveALTA 23
  • 89. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester CollaborationALTA 24
  • 90. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester CollaborationALTA 24
  • 91. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration Allow collaboration where possibleALTA 24
  • 92. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration Allow collaboration where possible Make collaboration policies explicitALTA 24
  • 93. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Collaboration Allow collaboration where possible Make collaboration policies explicit Study group pairing at McGrawALTA 24
  • 94. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Preparedness for Independent WorkALTA 25
  • 95. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Preparedness for Independent Work 16% 24% 60% Very or Somewhat Prepared Extremely or Somewhat Unprepared Neither Prepared nor UnpreparedALTA 25
  • 96. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Preparedness for Which skills did you Independent Work want more help with? 16% 24% 60% Very or Somewhat Prepared Extremely or Somewhat Unprepared Neither Prepared nor UnpreparedALTA 25
  • 97. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Preparedness for Which skills did you Independent Work want more help with? 60% 16% 45% 24% 60% 30% 15% 0% Very or Somewhat Prepared Extremely or Somewhat Unprepared Research Selecting Adviser Writing Quantitative None of Above Neither Prepared nor UnpreparedALTA 25
  • 98. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Independent WorkALTA 26
  • 99. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Independent WorkALTA 26
  • 100. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Independent Work More research preparation by departmentsALTA 26
  • 101. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Independent Work More research preparation by departments More help selecting advisers by departmentsALTA 26
  • 102. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester How aware of McGraw’s offerings are you?ALTA 27
  • 103. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester How aware of McGraw’s offerings are you? 3% 15% 82% Very or Somewhat Not Unsure/No OpinionALTA 27
  • 104. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester How aware of McGraw’s How has McGraw offerings are you? impacted you? 3% 15% 82% Very or Somewhat Not Unsure/No OpinionALTA 27
  • 105. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester How aware of McGraw’s How has McGraw offerings are you? impacted you? 3% 15% 29% 52% 18% 82% 2% Very or Somewhat Positive Neutral Very or Somewhat Not Negative or Very Negative Unsure/No Opinion N/A: I have never used the McGraw CenterALTA 27
  • 106. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester ResourcesALTA 28
  • 107. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester ResourcesALTA 28
  • 108. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the Semester Resources Use our data to improve and add servicesALTA 28
  • 109. 1 2 3 4 5 6 7 8 9 10 11 12 R E E During the SemesterALTA 29
  • 110. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of SemesterALTA 29
  • 111. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Give feedback after midterm weekALTA 30
  • 112. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Give feedback after midterm week 27% 3% 71% Strongly or Somewhat Support Somewhat or Strongly Oppose Neither Support nor OpposeALTA 30
  • 113. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Feedback During the SemesterALTA 31
  • 114. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Feedback During the SemesterALTA 31
  • 115. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Feedback During the Semester Mid-term evaluations administered by USGALTA 31
  • 116. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester What influences course selection?ALTA 32
  • 117. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester What influences course selection?90% Very Important72% Somewhat Important54%36%18% 0% s nd G ns r s nts rs tes Frie SC lua tio vise Pare dvi se mm a Eva Ad A ulty RC Tea FacALTA 32
  • 118. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Course EvaluationsALTA 33
  • 119. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Course EvaluationsALTA 33
  • 120. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Course Evaluations Expand parameters of evaluationALTA 33
  • 121. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Course Evaluations Expand parameters of evaluation Better understanding for studentsALTA 33
  • 122. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Do you learn better in classes with frequent quizzes or multiple exams?ALTA 34
  • 123. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Do you learn better in classes with frequent quizzes or multiple exams? 11% 13% Much or Somewhat Better Unsure / No Opinion Much or Somewhat Worse 76%ALTA 34
  • 124. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester ExaminationsALTA
  • 125. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester ExaminationsALTA
  • 126. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Examinations More assessments throughout semesterALTA
  • 127. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Examinations More assessments throughout semester Reschedule when multiple exams in 24 hoursALTA
  • 128. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Psychological impact of gradesALTA 36
  • 129. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Psychological impact of grades 1% 20% 80% Strong or Some Very Little or No Unsure / No OpinionALTA 36
  • 130. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Support and opposition of the grading policyALTA 37
  • 131. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Support and opposition of the grading policy 3% 17% 24% 24% 32% strongly support support oppose strongly oppose Unsure / No OpinionALTA 37
  • 132. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Why do you elect pass/d/fail?ALTA 38
  • 133. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Why do you elect pass/d/fail? 6,000Weight Points 4,500 3,000 1,500 0 Exploration Protection Load ReductionFocus Higher is more importantALTA 38
  • 134. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Rescind p/d/f after Why do you elect pass/d/fail? knowing grade? 6,000Weight Points 4,500 3,000 1,500 0 Exploration Protection Load ReductionFocus Higher is more importantALTA 38
  • 135. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Rescind p/d/f after Why do you elect pass/d/fail? knowing grade? 6,000 7% 4%Weight Points 4,500 3,000 1,500 89% 0 Exploration Protection Load ReductionFocus Strongly or Somewhat Support Neither Support nor Oppose Somewhat or Strongly Oppose Higher is more importantALTA 38
  • 136. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Pass/D/Fail PolicyALTA 39
  • 137. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Pass/D/Fail PolicyALTA 39
  • 138. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Pass/D/Fail Policy Rescind Pass/D/Fail after knowing final gradeALTA 39
  • 139. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of SemesterALTA 40
  • 140. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Professors cite policy as reason for lower gradeALTA 40
  • 141. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Professors cite policy as reason for lower grade 19% 46% 35% Often or Sometimes Rarely or Never Unsure / No Opinion Among UpperclassmenALTA 40
  • 142. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Grading Policy and FeedbackALTA 41
  • 143. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Grading Policy and FeedbackALTA 41
  • 144. 1 2 3 4 5 6 7 8 9 10 11 12 R E E End of Semester Grading Policy and Feedback More direct feedback from facultyALTA 41
  • 145. Let’s keep talking We have more to say. What do you have to say? Please tell us: yaro@princeton.eduALTA 42

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